| In these recent years,the Chinese education in Thailand is very flourishing.However,there are some inaccuracies in terms of educating Chinese in the Thai university.Three objectives were emphasized in the thesis which are(1)To investigate the basic situation of the students in the early year of Phuket Raj abhat University and to observe the lecturers’ opinion of Phuket Rajabhat University;(2)To understand the lecturers of Phuket Rajabhat University and early year students who are facing with the challenge of studying Chinese;(3)To explore the efficient studying methodology of Phuket Rajabhat University’s early year students.Two research methodologies were used as a tool in the thesis.The first objective is to investigate the current situation of educating Chinese character in the Phuket Rajabhat University’s students(included schedule,teaching methodology and teaching material),in the same time,the researcher is trying to clearly explain the challenge of the lecturer who have taught the Chinese lesson to the early year students of Phuket Rajabhat University in terms of integrative stroke,integrative order,pictographic characters and all terms related to the studying process.Phuket Rajabhat University’s one hundred and fifty early year students and six lecturers were investigated in this thesis as the research sample.The result found that the Phuket Rajabhat University’s students and lecturers have realized the integrative order is the hardest problem to learn,there are two reasons to explain this situation as following;(1)There are the complicated integrative order in Chinese character and(2)There is the significance differences between Chinese character and Thai character.According to the teaching and studying strategy of the lecturers and early year students,they have been using integrative stroke,integrative order and pictographic characters to conduct the education.The second objective is to develop the study result in the classroom of Phuket Rajabhat University’s early year students.The thesis students sample is categorized into two groups which are the experimental group and contrast group.The experimental group was used the integrative stroke,integrative order and pictographic characters which is the condition of learning of Robert Mills Gagne.The contrast group was used the traditional methodology in the integrative stroke,integrative order and pictographic characters.Two groups of the students were used the same course book,pre-test,post-test and use the comparison method.The T-test on both pre-test and post-test result of two groups was displayed(M=21.59;SD=9.46),the total score of post-test is(M.26.60;SD=5.63),the average difference is(M=5.01;SD=7.84),both pre-test and post-test were used T-test to process,the result found that(t=7.80;p=.000).The approximate score of the second group is(M=17.49;SD = 8.79),the approximate score of the post-test is(M=23.58;SD=6.39),the approximate difference is(M=6.08;SD = 7.48),the score of both pre-test and post-test were used T-test to process,the result found that(t=9.93;p=.000).The third objective is to compare the integrative education methodology to Phuket Rajabhat University’s students on integrative stroke,integrative order,pictographic characters which is the condition of learning of Robert Mills Gagne and the traditional education methodology to Phuket Rajabhat University’s students on integrative stroke,integrative order and pictographic characters.Two groups’independent T-test result shows that all the score of the integrative stroke,integrative order,pictographic characters and the condition of learning of Robert Mills Gagne compare with the questionnaires’ average score as(M=3.587;SD=.311).The integrative and traditional teaching methodology of integrative stroke,integrative order and pictographic characters have an experiment to the questionnaires of the students’ approximate score as(M=3.023;SD=.392),the approximate difference is(M=.564;SD=.450),the pre-test score was used the T-test to examine,and the result found that(t=15.303;p= 000).According to the analyzed results,two groups of students in both educating Chinese character methodology has the significant improvement,the first group was used the integrative teaching methodology on the integrative stroke,integrative order,pictographic characters and the condition of learning of Robert Mills Gagne founded the approximately study result of the students as(M=5.01;SD=7.84),the second group was used the traditional teaching methodology on the integrative stroke,integrative order and pictographic characters founded the approximately difference as(M=6.08;SD=7.48)which could be describe as the ceiling effect.In addition,the students’ evaluation also show that the total score for the first question of the questionnaire on the comprehensive Chinese characters teaching method compares to the traditional Chinese character teaching method satisfaction is aMean rank Positive Ranks means the mean rank is relatively small,b Mean rankPositive Ranks means that the new Chinese character teaching method Satisfaction Mean rank is more than the Mean Rank of the traditional Chinese character teaching method.As can be seen from Table 5.7.4,the satisfaction of students in the first question on the Sig is much smaller than 0,05,the two samples have significant differences,indicating that satisfaction of students of the new Chinese character teaching method is more improved than the traditional Chinese character teaching method.The second question of the statisfaction of the new Chinese character teaching method compare to the traditional Chinese character teaching method,Mean rank Positive Rank means the new Chinese character teaching method Satisfaction Mean rank is relatively small,The Mean of the traditional Chinese character teaching method,Mean rank Positive ranks means Mean rank of the satisfaction degree of the new Chinese character teaching method is more.As can be seen from Table 5.7.5,student satisfaction is less than 0.05 on the second question,and there are significant differences between the two samples,indicating that students’ satisfaction with new Chinese teaching method is more significant than that of traditional Chinese teaching method.The forth question of the statisfaction of the new Chinese character teaching method compare to the traditional Chinese character teaching method,Mean rank Positive Rank means the new Chinese character teaching method Satisfaction Mean rank is relatively small,The Mean of the traditional Chinese character teaching method,Mean rank Positive ranks means Mean rank of the satisfaction degree of the new Chinese character teaching method is more.As can be seen from Table 5.7.7,student satisfaction is less than 0.05 on the second question,and there are significant differences between the two samples,indicating that students’ satisfaction with new Chinese teaching method is more significant than that of traditional Chinese teaching method. |
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